The Influence Of The College Environment On Community College Remedial Mathematics Instructors Use Of Best Practices In Remedial Mathematics

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The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics

Author : Kathleen K. Shepherd
Publisher :
ISBN 13 :
Total Pages : 190 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics by : Kathleen K. Shepherd

Download or read book The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics written by Kathleen K. Shepherd and published by . This book was released on 2016 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: An estimated 41% of the more than 11 million students who attend a community college need remediation, with remedial mathematics the most common course students need. The literature pertaining to best practices for student success in remedial mathematics abounds, yet, there is little evidence of the factors that influence instructor use of these best practices in the classroom. This study evaluated results of a 29-item survey of American Mathematical Association of Two Year Colleges' members on the influence of instructor demographics, faculty development, institutional policies and procedures, and student support services on instructor use of best practices in teaching remedial mathematics. Developmental Theory served as the study's theoretical framework, while the Seven Principles for Good Practice in Undergraduate Education and the Input-Environment-Output Model served as conceptual frameworks. Analysis revealed nine significant predictors of overall use of best practices, four of which were influenced by instructor demographics, three by institutional policies and procedures, and two by professional development. This study may inform policymakers and administrators alike as they scrutinize the delivery of remedial mathematics courses.

Beliefs and Instructional Practices of Four Community College Remedial Mathematics Instructors

Author : Robin M. Wucherer
Publisher :
ISBN 13 :
Total Pages : 570 pages
Book Rating : 4.:/5 (852 download)

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Book Synopsis Beliefs and Instructional Practices of Four Community College Remedial Mathematics Instructors by : Robin M. Wucherer

Download or read book Beliefs and Instructional Practices of Four Community College Remedial Mathematics Instructors written by Robin M. Wucherer and published by . This book was released on 2011 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an extension of research linking teachers' beliefs about mathematics and their instructional practices at the PreK-12 level, the present study examined and documented both the beliefs and instructional practices of four community college instructors who teach remedial mathematics. Data was collected through survey, observations, interviews and classroom artifacts.

The Realities of College Remediation Reform: Community College Faculty as Instructors of Embedded English and Math Developmental Education

Download The Realities of College Remediation Reform: Community College Faculty as Instructors of Embedded English and Math Developmental Education PDF Online Free

Author : Roszena L Haskins
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis The Realities of College Remediation Reform: Community College Faculty as Instructors of Embedded English and Math Developmental Education by : Roszena L Haskins

Download or read book The Realities of College Remediation Reform: Community College Faculty as Instructors of Embedded English and Math Developmental Education written by Roszena L Haskins and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Community College Remedial Algebra

Author : Leslie Glen
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis Community College Remedial Algebra by : Leslie Glen

Download or read book Community College Remedial Algebra written by Leslie Glen and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is an attempt to add to the research on community college mathematics education, and to examine one way in which content delivery might be adapted from other levels to teach community college remedial mathematics courses. In order to address these issues, I adapted the idea of Design-Based Research and the Teaching Experiment to an entire class of students in order to examine whether Realistic Mathematics Education (RME) would be adaptable to the community college environment. I produced activities that would highlight the concepts students in the class were required to learn but delivered them as a fantasy narrative using the principles of RME. I analyzed student submissions from the tasks embedded in these activities to determine whether RME had been a successful means by which to deliver the content and found not only that students had learned as much by this delivery method as by lecture, but that they had developed a sense of meaning from the mathematics in the process. These results suggest not only that methods designed for one population can effectively be used for others, but that community college students will be at least as successful under such a modified model. While teachers have always modified the work of others for their own purposes, the results of the research done for this dissertation support the idea that such modification is appropriate and effective; more specifically, it suggests that the time and effort required to modify methods for use in alternative environments is worth the sacrifice, and I would recommend that instructors at every level explore the myriad ways by which content can be delivered.

Developmental Mathematics Education

Author : Stacey M. Sivley
Publisher :
ISBN 13 :
Total Pages : 133 pages
Book Rating : 4.:/5 (862 download)

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Book Synopsis Developmental Mathematics Education by : Stacey M. Sivley

Download or read book Developmental Mathematics Education written by Stacey M. Sivley and published by . This book was released on 2013 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: With open door admission policies, lower tuition rates, and convenient locations, community colleges are enrolling more and more academically unprepared students who are placing into developmental mathematics courses. Many of these community colleges need to assess their developmental education programs, instructors, courses, and students to determine if they are providing an effective developmental experience for students. The purpose of this study is to determine if students at selected Alabama community colleges are involved in remedial mathematics activities that are documented in the literature as best practices. Using student surveys, student focus groups, and faculty interviews from students and instructors currently involved in developmental mathematics courses, data were collected from three selected Alabama community colleges. Data analysis for the study incorporated qualitative and quantitative methodologies which were used to establish common themes in developmental math courses with an emphasis on best teaching and learning practices. The results of the study provided strong feedback and opinions on the topic of developmental mathematics education by students and faculty. By addressing the findings in this study with a renovation and/or revitalization of identified student services, updated placement testing procedures, and faculty professional development on the specific needs of developmental mathematics students, community colleges may find that numerous facets of their developmental education programs will incorporate and model documented best teaching and learning practices. The findings also led to suggestions for future research.

Determining the Effects of Remedial Mathematics Education in a Community College

Author : Allen H. Alexander
Publisher :
ISBN 13 :
Total Pages : 256 pages
Book Rating : 4.:/5 (375 download)

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Book Synopsis Determining the Effects of Remedial Mathematics Education in a Community College by : Allen H. Alexander

Download or read book Determining the Effects of Remedial Mathematics Education in a Community College written by Allen H. Alexander and published by . This book was released on 1996 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Effectiveness of Remedial Mathematics Supplemental Instruction

Author : Bakary Sagna
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (115 download)

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Book Synopsis Effectiveness of Remedial Mathematics Supplemental Instruction by : Bakary Sagna

Download or read book Effectiveness of Remedial Mathematics Supplemental Instruction written by Bakary Sagna and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' mean scores difference on the post-test were higher in 62.5% of the sections than on the pre-test. The evaluation of achievement on both tests, the responses to the questionnaire and comments from students showed that SI leader's characteristics associated to effective communication/active learning, teaching skills, and personal traits could be contributor to score achievements. The linear regression in the study shows that the three factors did not significantly predict the post-test score. However, the pre-test did significantly predict the post-test score in a remedial Math 20 at the end of the semester (Beta = .47, t (197) = 6.56, p

Evaluating the Effectiveness of Remedial Mathematics at a Community College

Author : Daysha Monique Lawrence
Publisher :
ISBN 13 :
Total Pages : 99 pages
Book Rating : 4.:/5 (719 download)

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Book Synopsis Evaluating the Effectiveness of Remedial Mathematics at a Community College by : Daysha Monique Lawrence

Download or read book Evaluating the Effectiveness of Remedial Mathematics at a Community College written by Daysha Monique Lawrence and published by . This book was released on 2011 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Evaluating the Impact of Remedial Education in Florida Community Colleges

Author : Juan Carlos Calcagno
Publisher :
ISBN 13 :
Total Pages : 5 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Evaluating the Impact of Remedial Education in Florida Community Colleges by : Juan Carlos Calcagno

Download or read book Evaluating the Impact of Remedial Education in Florida Community Colleges written by Juan Carlos Calcagno and published by . This book was released on 2009 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: The conceptual foundation for remedial education is straightforward: students are tested to determine whether they meet a given level of academic proficiency for college-level classes. For those who do not meet this level, deficiencies in skills are addressed through some form of supplementary instruction, most often remedial courses. The study summarized in this Brief employs a quasi-experimental design to examine remedial enrollment and outcomes of community college students throughout the state of Florida. Results of the study suggest that as a means for addressing the needs of under-prepared students, remediation has both benefits and drawbacks. After controlling for noncompliance and endogenous sorting around the placement test cutoff score, students on the margin of requiring math remediation were slightly more likely to persist to their second year. Similarly, the impacts of both math and reading remediation were positive in terms of the total (remedial and college-level) credits earned over six years. However, no effect was found on total college-level (non-remedial) credits completed. The likelihood of passing subsequent college-level English composition was slightly lower for reading remedial students, while no difference was found in future math course performance for math remedial students. No discernible impact was found in terms of certificate or associate degree completion or transfer to a public four-year college. Overall, the results suggest that remediation might promote early persistence in college, but it does not necessarily help students who are on the margin of passing the cutoff make progress toward a degree. The report concludes that additional effort is needed to estimate the impact of remedial courses on weaker students who score far below the placement cutoff necessary to take college-level courses. More work is also needed on the effects of remediation relative to its costs. Future research should also focus on institutional policies and practices, as well as particular services and classroom strategies, in order to explore differences in the effects of remediation by college and by remediation program design. [Additional support for this research was provided by the Spencer Dissertation Fellowship. The National Center for Postsecondary Research is a partnership of the Community College Research Center, Teachers College, Columbia University; MDRC; the Curry School of Education at the University of Virginia; and faculty at Harvard University. This Brief is based on an NCPR Working Paper titled "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance." For the full working paper, see ED501553.].

Community College Students' Perspectives Regarding Their Remedial Mathematics Placement

Author : Laura Jean Crosby
Publisher :
ISBN 13 :
Total Pages : 221 pages
Book Rating : 4.:/5 (94 download)

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Book Synopsis Community College Students' Perspectives Regarding Their Remedial Mathematics Placement by : Laura Jean Crosby

Download or read book Community College Students' Perspectives Regarding Their Remedial Mathematics Placement written by Laura Jean Crosby and published by . This book was released on 2014 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many students are entering college under-prepared for college-level, credit bearing mathematics courses, and they are also having difficulty completing the remedial coursework that is required before they can move on to credit-bearing courses. The purpose of this exploratory qualitative research study is to gain an understanding of students' perceptions regarding their remedial mathematics placement. There is little research that takes into account student perspectives when trying to understand why so many students are entering college under-prepared for credit bearing mathematics courses. Two-hundred sixty-seven students enrolled in remedial elementary algebra math courses were asked to voluntarily complete a survey online regarding their prior math experiences and their plans to overcome their remedial placement. One-hundred fifty-nine students completed the survey and sixty-seven students volunteered to participate in a follow-up interview. Twelve of these participants were then selected for follow-up interviews to gain a more in-depth understanding of their experiences. Results of the study indicated that participants attribute their remedial mathematics placement to a lack of mathematical knowledge/understanding, time between math courses, negative experiences with teachers, a lack of effort in high school, and lack of information and guidance regarding the college placement test. Participants planned to study and see a tutor to overcome their remedial mathematics placement.

The Effects of Interactive Mathematics Software in a Community College Remedial Class

Author : Hendrick D. Delcham
Publisher :
ISBN 13 :
Total Pages : 332 pages
Book Rating : 4.:/5 (251 download)

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Book Synopsis The Effects of Interactive Mathematics Software in a Community College Remedial Class by : Hendrick D. Delcham

Download or read book The Effects of Interactive Mathematics Software in a Community College Remedial Class written by Hendrick D. Delcham and published by . This book was released on 2005 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Honored but Invisible

Author : W. Norton Grubb
Publisher : Routledge
ISBN 13 : 1135962375
Total Pages : 412 pages
Book Rating : 4.1/5 (359 download)

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Book Synopsis Honored but Invisible by : W. Norton Grubb

Download or read book Honored but Invisible written by W. Norton Grubb and published by Routledge. This book was released on 2002-06-01 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the most extensive research on community college teaching to date, this book examines the nature of teaching and the institutional forces that shape it in a variety of course settings, ranging from innovative approaches to complex subjects to conventional didactic instruction. Drawing on observations of and interviews with over 300 instructors and administrators, this book documents the idiosyncratic instructional practices of teachers who learn to teach primarily by trial and error. It argues that in order to realize their enormous potential, community colleges must take greater advantage of the many institutional influences on the quality of teaching--such as personnel policies, instructor training, and the culture established by administrators--only then will they be able to successfully carry out their many roles in both mainstream education and in workforce development.

Instruction in College-Level Remedial Mathematics

Author : Murray Cox
Publisher : LAP Lambert Academic Publishing
ISBN 13 : 9783659119965
Total Pages : 172 pages
Book Rating : 4.1/5 (199 download)

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Book Synopsis Instruction in College-Level Remedial Mathematics by : Murray Cox

Download or read book Instruction in College-Level Remedial Mathematics written by Murray Cox and published by LAP Lambert Academic Publishing. This book was released on 2012-05 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Approximately 60% of all college students enter remediation and 67% of these never finish. This amounts to 2 in 5 of ALL University students dropping out due to lack of Quantitative Literacy (QL). Mathematical remediation is an issue that all modern post-secondary institutions deal with; it is not isolated to any one institution, or even to most pre-1980 universities. Numerous studies point to minimal student participation in SEM (Science, Engineering, and Mathematics) areas. Instead, students are pursuing the softer degrees with the belief that a diploma itself is an entry ticket to the job market. However, lack of interest in mathematics results in lower levels of college preparedness and hence lower levels of college success. The lack of QL plays a specific role in academic success and a general role in career and life success. High school students completing Algebra II are twice as likely to graduate from college and the most employable graduates are typically SEM in nature. Providing students with success starts with a pedagogy that motivates students and promotes perseverance.

Resources in Education

Author :
Publisher :
ISBN 13 :
Total Pages : 380 pages
Book Rating : 4.:/5 (3 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Responsive Evaluation of a Community College Mathematics Laboratory

Author : La Shannon Neru Hollinger
Publisher :
ISBN 13 :
Total Pages : 342 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis Responsive Evaluation of a Community College Mathematics Laboratory by : La Shannon Neru Hollinger

Download or read book Responsive Evaluation of a Community College Mathematics Laboratory written by La Shannon Neru Hollinger and published by . This book was released on 2021 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study explored perceptions of students within a community college developmental mathematics education program relative to three areas of focus: (a) students' expressed access and use of the FAME Lab program services, (b) students' perceptions of the influence of the FAME Lab program services relative to academic performance levels, and (c) students' perceived value of the FAME Lab program relative to successes in developmental math courses. The researcher performed an extensive review of the literature and identified a critical problem of low numbers of students successfully completing developmental mathematics courses among colleges across the United States as a pervasive challenge, uniquely identified within community colleges and evidenced by 96% of colleges across the country requiring remediation courses, primarily in mathematics (Butrymowicz, 2017). The participants in the study were community college developmental education students and faculty of the community college. A potential limitation of this study includes researcher bias. The magnitude of the problem identified in the literature provided the impetus for the investigation and aligned with the nature of the meaning and purpose for using the DIP, explicitly recognizing an existing problem in practice and performing a study aligned with the need acknowledged by the problem in practice. The Faulkner Academic Math Excellence (FAME) Laboratory program exemplifies and aligns with the type of intervention programs reflective of the remediation programs that colleges across the United States are utilizing to curb or remedy the problem of low numbers of students successfully completing developmental mathematics courses. The researcher communicated with the Vice-President of Instruction and the Math Division Chair and received approval to conduct the DIP study. The researcher created a questionnaire for the student participants and conducted a RE of the FAME Lab program to respond to the problem defined for investigation. The current study provided a practitioner approach to examining the problem by incorporating the use of the RE model (Stake, 2014) to discern the problem within a focused setting, explicitly utilizing the FAME Lab program within a two-year college located in the southeastern region of the United States. The use of the RE protocol provided the researcher with strategies to inform results focused on three areas of consideration: (a) the examination of program activities rather than program goals or intents; (b) the acquisition of students' needs, reactions, and information rather than college leaders' intentions or purposes; and (c) the reporting of differing perspectives in determining the success and failure of the program. Based on the researcher's critical use of the RE protocol, a 12-step implementation plan for the FAME Lab program to assist students in attaining success within developmental mathematics was provided to college officials and are is provided for consideration by other developmental math programs at colleges across the United States. These 12 considerations, presented in Chapter 5, coupled with additional discussions of study results, add to the body of literature supporting students' preparation for entering college mathematics programs, a practitioner problem pervasive in colleges across the United States. The study will inform and advance the professional practice by informing the implementation of developmental mathematics education for students who do not complete developmental mathematics courses successfully.

Conditions that Promote the Academic Performance of College Students in a Remedial Mathematics Course

Author : Cecile Mary Foshee
Publisher :
ISBN 13 :
Total Pages : 148 pages
Book Rating : 4.:/5 (865 download)

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Book Synopsis Conditions that Promote the Academic Performance of College Students in a Remedial Mathematics Course by : Cecile Mary Foshee

Download or read book Conditions that Promote the Academic Performance of College Students in a Remedial Mathematics Course written by Cecile Mary Foshee and published by . This book was released on 2013 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.

When Remedial Mathematics Acts as a Gatekeeper

Author : Ranza Veltri Torres
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis When Remedial Mathematics Acts as a Gatekeeper by : Ranza Veltri Torres

Download or read book When Remedial Mathematics Acts as a Gatekeeper written by Ranza Veltri Torres and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: While many community college (CC) students come to higher education with specific career or life goals, these aspirations may be forced to change if students are not able to get past the gatekeeper of remedial mathematics coursework. Racially minoritized students are disproportionately tracked into non-credit-bearing remedial (NCBR) mathematics classes upon entering college, and often become trapped in a financial and emotional cycle of take-fail-repeat, with student debt linked back to remedial coursework totaling over $1.3 billion per year across the 50 states and D.C. (Jimenez, Sargrad, Morales, & Thompson, 2016). In spite of this, mathematics as a field of study has been positioned as more important than ever before for a diverse pool of learners, all while inequitable access to quality mathematics-learning experiences prevails. This study draws upon the theoretical frame of narrative mathematics identity (Langer-Osuna & Esmonde, 2017; Larnell, 2016), taking a humanizing approach to the exploration of CC students who are currently enrolled in NCBR mathematics coursework. Using narrative inquiry as a tool to learn about students' identities as mathematics learners and doers, this study gathers narratives of an intimate group of CC students, uncovering how they came to know themselves as learners and doers of mathematics. Their self-narratives provide insight into how experiences and actions related to school mathematics over the life course may shape what students see as possible for themselves, and how remedial mathematics as it exists today serves as a filter, removing certain students from post-secondary educational opportunities. Findings of this study provide invaluable information for mathematics educators (including curriculum designers, policy makers, instructors, and student support staff), not only about how we can support the development of positive mathematics identities during community college, but also how certain mathematics experiences may serve to dehumanize students. Additionally, this study can help us think about how students' past experiences learning and doing mathematics have served to dehumanize them, and what post-secondary institutions, particularly community colleges, can do to support students in accomplishing the goals they set out for themselves by supporting them in the successful completion of required mathematics coursework. Outcomes of this project help us to gain an awareness of both the patterns and unique qualities that are present within students' lived experiences around mathematics starting in elementary school; to use this awareness to continue exploring and centering student voice as a means to creating knowledge regarding how schools can champion their mathematics students in accomplishing the goals they set out for themselves; and to use this awareness to continue experimenting with and developing appropriate mathematics pathways and support structures so that mathematics coursework acts as a humanizing mechanism in students' lives.